Estudos sobre a natureza do agir em projeto de divulgação científica: análise do projeto de extensão “Ciência para poetas na escola”

Abstract

The study of the narrative function first raised the problem of the relationship between myth and mimesis in Aristotle's Poetics. Narrative fiction, for example, imitates human action, as it helps to remodel its structures and dimensions according to an imaginary configuration in the plot. Fiction has the power to remake reality, since the text intentionally aspires to a horizon of new reality. The relationship between text and action is taken as a theoretical resource, that is, the field of study of the potential changes that discourses can produce in the world. It is considered that the way of acting (components of action) is conditioned by understanding, which depends on the recognition of what the other subject wants to say. Obviously, it is considered that this is an “a priori” assumption of any dissemination project: to make oneself understood. However, our defense establishes the need for an indexical relationship (as a semiotic formulation) of connection between the representatives of the project and the public. We seek to understand the delimitation of the territory that the group of professors in the area of ​​sciences wants to address through the action of this project with the “poets” who are indicated as a group contemplated by the visits, lectures and actions carried out. The present work aims to present the results of a study on the developments in the action of a teaching and extension project at UFRJ with broad repercussions in the academic scenario, called “science for poets in school”. Specifically, we delimit here a defense on the validity of a theoretical contribution centered on the confluence between hermeneutics and phenomenology. The project that we take as a case is part of a larger scientific dissemination project called “science for poets”. The methodology involves studying the project documentation and verifying the nature of the dissemination processes that were carried out, interviewing those responsible in the different instances involved and establishing the relationships between the intentional aspects involved in the discourse (project text and activity text) and comparing them with the modes of action resulting from this initiative. The local leaders of a school served by the project were interviewed. The interviews were recorded in audio and transcribed for evaluation and study. The action process associated with the project indicates the need for the social group (members of the academy) to create an image of itself, to represent itself, to put itself in play, on stage, and in this sense to justify the phenomenological value given. The process found in the documentary instance of the “science for poets” project demonstrates that the group intends to be right in being what it is. Thus, it can be seen that the project is not only a reflection, but also a justification. It has a generative function based on simplifying and schematic processes of scientific activity, with the aim of attributing truth value to the practice of scientific research in general.